Survival Strategies of International Undergraduate Students at a Public Research Midwestern University in the United States: A Case Study

Abstract

In this qualitative study, I explored the strategies that international undergraduate students at a public research Midwestern university in the United States employ to persist and survive their educational transition to achieve academic excellence. Using Tinto’s (1987) theory of persistence as the theoretical framework, this paper employed a case study method. Five undergraduate international students were interviewed via semi-structured in-depth interviews. The findings indicated that students experienced both academic and non-academic challenges. Strategies adopted included involvement in out-of-classroom activities and dependence on family and friends. Recommendations include requiring academic counsellors and university administrators to devise curriculum and programs to assist international students. Further, the teaching faculty should reach out to students who have English language challenges.

“I Only Read a Page or Two”: Narrative From Two Different Language Learners

“…After conducting the interview, the next step is data analysis which means involves a process of making sense of the text (Tsevi, 2018). The researcher transcript the interview read it carefully and looked for the patterns.…”

International Undergraduate Student Engagement: Implications for Higher Education Administrators

“…Other studies determined that international students were less engaged in campus activities, which made them perceive the campus environment negatively (Glass, 2012;Hsieh, 2007;Korobova & Starobin, 2015;Tsevi, 2018). Korobova and Starobin (2015) compared the levels of student engagement and academic success of international and native students and found that international students were less engaged in areas such as writing papers or reports, tutoring other students (free or paid), participating in community-based projects, working with faculty members on projects outside of coursework, and doing internships and engaging in practical or field experiences.…”

“…Also, international students expressed less satisfaction with the quality of instruction, academic advising, and communications with faculty. Researchers such as Smith and Khawaja (2011), Lee and Rice (2007), Eldaba (2016), Tsevi (2018), and Sato et al (2018) also found that international students struggled to adapt to the learning environments in their host countries. Lee and Rice (2007) and Eldaba (2016) attributed this problem to difficulties in establishing positive relationships with native peers, lecturers, and administrators.…”

“…Ten studies mentioned that international students experienced a feeling of selfconnectedness. In these studies, self-connectedness referred to the way international students came together and interacted (Cole & Zhou, 2014;Hirai, Frazier, & Syed, 2015;Rosenthal, Russell, & Thomson, 2007;Tsevi, 2018). Connectedness or disconnectedness not only directs individuals' feeling, thoughts, and behaviors in social situations, but also determines one's self-esteem (Glass et al, 2015;Rosenthal et al, 2007;Tran & Vu, 2016;Sawir, Marginson, Deumert, Nyland, & Ramia, 2008;Spiro, 2014;Van Horne et al, 2018) and may influence their satisfaction with their academic environment (Geary, 2015;Tran & Pham, 2016;Tran & Vu, 2016).…”

“…The intervention actions included increasing engagement opportunities (George Mwangi et al, 2016;Korobova & Starobin, 2015;Van Horne et al, 2018;Zhang et al, 2017) in areas in which international students are most often engaged, and building staff capacity through campus training, workshops, faculty learning communities, and new faculty orientations, where educators can exchange ideas and concerns regarding engaging international students (George Mwangi et al, 2016;Gu et al, 2010;Lee & Rice, 2007;Poyrazli & Grahame, 2007;Rogers-Sirin & Sirin, 2009;Rosenthal et al, 2007;Smith & Khawaja, 2011). Other studies suggested building students' capacity to establish positive relationships with peers, faculty, and administrators (Eldaba, 2016;Hsieh, 2007;Lee & Rice, 2007;Sawir et al, 2008;Urban & Palmer, 2014;Tsevi, 2018).…”